The purpose of this research focuses on the learning effect, learning interest, learning attitude and classroom atmosphere induced by integrating information technology into geography instruction in senior high school; so as to provide suggestions and as a reference. The study was a quasi-experimental research. The design of this research was based on Nonequivalent pretest-posttest control group design. The subjects were students in two Form one classes selected from a senior high school in Macau. According to the curriculum degree of course progress, the experimental group was treated with a learning cycle teaching activity of integrating information technology into instruction, while the control group received the traditional instruction only. The study collected quantitative and qualitative data in students’ learning processes. The qualitative data of students’ responses was obtained from Classroom Observation, Teacher's Teaching Diary and Semi-structured Interview. The quantitative data included students’ test achievement and Attitude Questionnaire in order to obtain a better understanding between the two groups. Through around 4 weeks, the major findings of the research were as follows: 1. Integrating information technology into instruction had obvious help to raise interest the learning interest and the learning attitude of students. 2. Integrating information technology into instruction provided a more relaxing class learning atmosphere than the traditional instruction did, and induced more interactions between the instructor and the students as well as the students among the students. 3. Integrating information technology into instruction, although could help understand more easily geography concept, the student still neglected thinking and understanding towards the contents. 4. Integrating teaching with information technology, although could raise the learning interest in the class, but there was no help in raising the students’ passion in geography. 5. The research found the usage of the teaching strategy had more influence in a student's learning attitude and class atmosphere more directly than the tools used in integrated information into instruction. According to the above study results, this research puts forward some suggestions to provide a reference to related personage and later studies: 1. Expand the software and hardware resource, decrease the person-machine ratio. 2. Construct a teaching database, help relieve a teacher's burden. 3. Speed up the teacher training process, making the teacher have basic information literacy.

本研究的目的在於探討資訊科技融入高中地理科對學習成效、學習興趣、學習態度和班級氣氛的影響，以提供建議與參考。本研究為準實驗研究，採用不等的前測—後測控制組設計(nonequivalent pretest-posttest control group design)。研究對象為澳門某高中一年級的學生，研究者根據課程進度，自編「資訊科技融入教學」的教案，實驗組以「資訊科技融入教學」進行教學活動，控制組則以「傳統教學」進行教學活動。研究蒐集「課堂觀察紀錄」、「教師教學筆記」、「半結構式訪談」等質性資料，以及「測驗成績」和實驗組對「資訊科技融入教學」學習態度問卷等量化資料，期待能瞭解兩組學生的差異。 教學活動為期四週，研究者將成績、問卷、錄影、訪談及開放性問題收集所得的資料經過綜合分析而獲得研究結果。硏究發現：資訊科技融入教學對提昇學生的學習興趣和學習態度有明顯的助益；資訊科技融入教學使班級的學習氣氛比傳統教學的學習氣氛更為輕鬆，師生之間和同儕之間的互動更為熱絡；資訊科技融入教學，雖然能夠更容易明白地理概念，但學生也容易掉以輕心，忽略對內容難點的思考和了解；透過資訊科技融入教學，雖然能提高課堂上的學習興趣，但無助於提高學生對地理科的喜愛；教學策略的運用是會直接影響學生的學習態度和班級氣氛；資訊科技融入教學的工具亦會影響學生學習的專注力，即影響學生的學習態度，但這個影響比教學策略來得少。 根據以上研究結果，本研究提出建議，以供相關人士及研究參考：擴充軟硬體資源，減低人機比例；建設教學資料庫，減低教師負擔；加快教師培訓，使教師具備基本的資訊素養。